Personal Identification

September

PERSONAL IDENTIFICATION—GREETINGS

1. COMMUNICATIVE AIM:  Students will be able to:

   1. greet one another

   2. exchange names, phone numbers, e-mail addresses

   3. discuss mood

   4. discuss ages

       

2. GRAMMATICAL FOCUS:  Students will be able to use:

   1. the Spanish alphabet

       

3. CULTURAL UNDERSTANDING:  Students will understand:

   1. familiar and formal address

   2. gestures from the target cultures

   3. coloquial expressions

• ¿Cómo estás? / ¿Cómo está usted?

• ¿Cómo te sientes? / ¿Cómo se siente usted?

• ¿Cómo te llamas?  / ¿Cómo se llama usted?

• ¿Cuántos años tienes?  / ¿Cuántos años tiene usted?

• ¿Cúál es tu (su) número de teléfono?

• ¿Cuál es tu (su) correo electrónico?

• ¿Cómo se escribe tu (su) apellido?

Listening and Speaking in the target language

Reading and Writing in the target language

alegre

contento(a)

emocionante

sorprendido(a)

triste

enojado(a)

enfermo(a)

cansado(a)

aburrido(a)

the alphabet

all numbers

Quizzes

Graded Dialogue

• Power Point notes
• Exprésate DVD

http://en.wikipedia.org/wiki/List_of_Internet_top-level_domains

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Days, Date and Time

September

1. COMMUNICATIVE AIM:  Students will be able to:

   1. discuss the day of the week today, yesterday and tomorrow

   2. discuss important dates, such as birthdays and holidays

   3. tell time in the target language

       

2. GRAMMATICAL FOCUS:  Students will be able to use:

   1. the third person conjugation of ser to discuss date

      1. es, fue, será

          

          

3. CULTURAL UNDERSTANDING:  Students will understand:

   1. 24-hour clock

   2. important dates and holidays in the target cultures, making connections and drawing contrast to holidays with which students are already familiar. 

   3. mealtimes in the target cultures

1. ¿Cuál es la fecha?

2. ¿Qué día es hoy?

3. ¿Cuándo es tu cumpleaños?

4. ¿Cuánto es___?

5. ¿Cuántos años tienes?

Listening and Speaking in the target language

Reading and Writing in the target language

days and dates

Quizzes

Calendar Project

• Power Point notes
• Exprésate DVD

earthcalendar.net

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Physical Environment (Weather and temperature)

September

COMMUNICATIVE AIM:  Students will be able to:

1. discuss the weather in various seasons the target language

2. discuss the temperature in the target language

3. understand a weather forecast in the target language

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. the verbs estar and hacer to discuss the weather

• CULTURAL UNDERSTANDING:  Students will understand:

  1. differences in climate in biomes in target cultures

  2. Celsius to Fahrenheit conversion

1. ¿Qué tiempo hace?

2. ¿Cuál es la temperatura?

Listening and Speaking in the target language

Reading and Writing in the target language

Hace sol

Hace frío

Está nevando

Hace viento

Está nublado

Hace calor

Está lloviendo

Hace fresco

Hace tormenta

Quiz

edpuzzle.com weather forecast

• Power Point notes
• ¡Exprésate! DVD

 univision.com (for weather forecasts)

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Shopping

September

1.  COMMUNICATIVE AIM: Students will be able to:

   1. discuss prices of items using numbers up to a million

   2. use colloquial expressions to haggle for a bargain in the target culture

       

2. GRAMMATICAL FOCUS:  Students will be able to use:

   1. ¡Qué_______!to make an exclamation

       

3. CULTURAL UNDERSTANDING:  Students will understand:

   1. how to convert currency www.xe.com

   2. how to convert dollars per gallon to liters per euro

   3. appropriate ways to haggle for a bargain

1. ¿Qué le gustaría comprar?

2. ¿Cuánto cuesta?

Listening and Speaking in the target language

Reading and Writing in the target language

quiero

me gustaría

cuesta(n)

Quiz

Graded Dialogue

• Power Point notes
• Exprésate DVD

xe.com for currency exchange

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Education

October

COMMUNICATIVE AIM:  Students will be able to:

1. discuss the classes in their course schedule

2. discuss the school supplies that they need for each class

3. discuss the days and times of each course

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. necesitar to discuss needs

  2. para

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. differences in school day in the target cultures

  2. how to read a 24-hour schedule

  3. that differences in dialect result in different names for objects around the world

  4. how the phenomenon of Spanglish has affected Spanish lexicon

1. ¿Cuántas clases tienes?

2. ¿A qué hora es la clase de__________?

3. ¿Quién es el profesor/la profesora de_____________?

4. ¿Cómo es la clase de_________?

5. ¿Qué necesitas para la clase de _____________?

Listening and Speaking in the target language

Reading and Writing in the target language

ordinal numbers

la clase de____________.

matemáticas

inglés

ciencias

historia / estudios sociales

español

francés

computación

technología

arte

música

el almuerzo

el recreo

Quizzes

Graded Dialogue

Power Point Project on school schedule

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Personal Identification

October

COMMUNICATIVE AIM:  Students will be able to:

1. discuss their nationality and national origin

2. discuss physical and personality characteristics of family members

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. ser to describe appearance, personality and national origin

  2. masculine, feminine, and gender-neutral adjectives

  3. singular and plural forms of adjectives

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. the geographic locations of various countries in the target cultures

  2. the positive and negative connotations associated with various adjectives in the target cultures

  3. how to use adjectives as a noun by adding a definite article

1. ¿De dónde eres?  / ¿De dónde es?

2. ¿Cuál es tu nacionalidad? / ¿Cuál es su nacionalidad?

3. ¿Cómo eres?  / ¿Cómo es?

4. ¿Cómo es tu familia?

Listening and Speaking in the target language

Reading and Writing in the target language

SER conjugations

soy________________

soy de__________________

nationalities

names of countries in target language

masculine, feminine and gender-neutral adjectives

Quiz

Graded Dialogue

Family Project

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Personal Identification

October

COMMUNICATIVE AIM:  Students will be able to:

1. discuss their nationality and national origin

2. discuss physical and personality characteristics of family members

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. ser to describe appearance, personality and national origin

  2. masculine, feminine, and gender-neutral adjectives

  3. singular and plural forms of adjectives

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. the geographic locations of various countries in the target cultures

  2. the positive and negative connotations associated with various adjectives in the target cultures

  3. how to use adjectives as a noun by adding a definite article

1. ¿De dónde eres?  / ¿De dónde es?

2. ¿Cuál es tu nacionalidad? / ¿Cuál es su nacionalidad?

3. ¿Cómo eres?  / ¿Cómo es?

4. ¿Cómo es tu familia?

Listening and Speaking in the target language

Reading and Writing in the target language

SER conjugations

soy________________

soy de__________________

nationalities

names of countries in target language

masculine, feminine and gender-neutral adjectives

Quiz

Graded Dialogue

Family Project

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Leisure

November

COMMUNICATIVE AIM:  Students will be able to:

1. discuss the activities that they like to do

2. use question words and associated vocabulary to discuss what they do, when, where, why and with whom

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. –AR, -ER, and –IR verb conjugations

  2. consecutive verbs, conjugating the first, and leaving the second in the infinitive

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. the various leisure activities enjoyed in the target cultures

1. ¿Qué te gusta hacer?

2. ¿Qué haces?

3. ¿Cuándo?

4. ¿Cómo?

5. ¿Dónde? / ¿De dónde?

6. ¿Cuánto?  / ¿Cuántos?

7. ¿Cuál? / ¿Cuáles?

8. ¿Por qué?

9. ¿Quién?  ¿Con quién?

Listening and Speaking in the target language

Reading and Writing in the target language

SER conjugations

soy________________

soy de__________________

nationalities

names of countries in target language

masculine, feminine and gender-neutral adjectives

Quiz

Graded Dialogue

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Shopping

December

COMMUNICATIVE AIM:  Students will be able to:

1. discuss what they’re wear in various situations

2. discuss clothing colors, prints, materials, and sizes

3. discuss problems with clothing

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. llevar, ponerse, vestirse to discuss clothing

  2. demonstrative adjectives with aqui, allí and allá

  3. agreement of adjectives in number and in gender

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. clothing and shoe sizes vary in different cultures

  2. the difference beween talla and tamaño

1. ¿Qué llevas?

2. ¿Qué tienes puesto?

3. ¿Cómo te vistes cuando_______?

4. ¿De qué color es________?

5. ¿De qué esta hecho__________?

6. ¿Cuál es el problema con_________?

7. ¿Qué talla es?

Listening and Speaking in the target language

Reading and Writing in the target language

Regular -AR, -ER and -IR verbs

stem-changing verbs

durante el fin de semana

cuando estoy de buen humor

cuando estoy de mal humor

cuando hace buen tiempo

cuando hace mal tiempo

los lunes...los martes...

siempre

todos los días

nunca / jamás

frecuentemente

a veces

en mi casa

en el parque

en la escuela

divertido(a)

interesante

fantástico

importante

chévere

tonto(a)

fastidioso(a)

aburrido(a)

terrible

repugnante

loco(a)

Quiz

Fashion Show Project

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Travel / Community and Neighborhood

January

COMMUNICATIVE AIM:  Students will be able to:

1. discuss what people are in the middle of doing

2. discuss current location

3. discuss future locations

4. discuss future activities

5.  discuss vacation plans

6. discuss means of transportation

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. –ando/-iendo with estar to discuss what people are in the middle of doing

  2. estar to discuss current location

  3. ir to discuss future locations

  4. ir + a + infinitive to discuss future activities

  5. ¿Dónde? ¿De dónde?  ¿Adónde?

  6. para________ = in order to

  7. contractions al and del

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. means of transportation used in the target cultures

  2. reasons for city plans of places in the target culture (i.e. central location of the plaza, etc.)

1. ¿Qué estás haciendo?

2. ¿Dónde estás?

3. ¿Adónde vas?

4. ¿Porque vas a ______?

5. ¿Cómo vas a ___________?

6. ¿Qué vas a hacer durante las vacaciones?

Listening and Speaking in the target language

Reading and Writing in the target language

places in town vocabulary

a la

al

de la

del

para

por

means of transportation

Quiz

Graded Dialogue

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Travel and Transportation

February

COMMUNICATIVE AIM:  Students will be able to:

1. discuss the relative position of objects and locations

2. give driving directions

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. prepositional phrases to discuss relative location

  2. formal and familiar commands to give driving directions

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that street signs, signals, and rules of the road vary in different countries

  2. the meaning/function of various signs and signals

• ¿Dónde está__________?

• ¿Puede usted dirigirme a ___________?

Listening and Speaking in the target language

Reading and Writing in the target language

arriba

abajo

delante

detrás

cerca

lejos

al lado

entre

debajo

ve / vaya

gira / gire

dobla / doble

continua / continue

para / pare

hasta

la esquina

el semáforo

Quiz

Following verbal commands on a map or in the classroom

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Family Life

February

COMMUNICATIVE AIM:  Students will be able to:

1. Discuss their morning and evening habits and routines

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. reflexive verbs to discuss what they do to themselves

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that routines such as mealtimes and bedtimes often vary in different cultures

  2. that some expressions are generally understood in the Spanish-speaking world, and others are largely regional

1. ¿Qué tienes que hacer antes de salir por la mañana?

2. ¿Qué haces antes de acostarte?

Listening and Speaking in the target language

Reading and Writing in the target language

reflexive pronouns

cepillarse

peinarse

lavarse

ducharse

bañarse

vestirse

maquillarse

afeitarse

despertarse

levantarse

sentarse

acostarse

dormirse

Quiz

Graded Dialogue

Power Point Project on daily routines

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

House and Home

March

COMMUNICATIVE AIM:  Students will be able to:

1. discuss and describe their homes, and the furnishings inside

2. discuss the chores that they need to do

3. shop for home furnishings in the target language

1. GRAMMATICAL FOCUS:  Students will be able to use:

   1. tener + que to discuss what they have to do

   2. tener to discuss what they have

   3. haber to discuss what there is in the house, in a passive voice

   4. direct object pronouns

       

2. CULTURAL UNDERSTANDING:  Students will understand:

   1. that different homes and living arrangements that are common in various parts of the world

   2. that the “first floor” in many parts of the world is what Americans understand to be the second floor.  The street level is called the “ground floor.”

1. ¿Dónde vives?

2. ¿Dónde está tu casa?

3. ¿Cómo es tu casa?

4. ¿Con quién vives?

5. ¿Cuántos ______hay en tu casa?

6. ¿Tienes _________?

7. ¿Cuál es tu cuarto favorito?  ¿Por qué?

House vs. apartment

rooms in the house

floors with ordinal numbers

furniture items

tener

haber

household chore vocabulary

Quiz

Graded Dialogue

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Meal Taking

April

COMMUNICATIVE AIM:  Students will be able to:

1. order food in a restaurant

2. discuss nutrition, and healthy food choices

3. follow a recipe in the target language

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. the conditional tense to make a polite request

  2. hay que to discuss what must be done in the passive voice

  3. formal and familiar commands to follow a recipe

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that many factors affect the gastronomy of a culture, including geography, climate, economy and local customs.

  2. that gastronomy varies widely among Spanish-speaking cultures; that countries and even regions often have unique cuisine

  3. that metric units of measure are used in some Spanish-speaking countries. 

  4. that mealtimes vary in different parts of the world

  5. that the traditional siesta is still a traditional part of lunchtime in some countries

1. ¿Qué le gustaría ordenar?

2. ¿Qué debo comer para mantener un cuerpo sano y buena salud?

3. ¿Qué necesito para hacer mi receta?

4. ¿Qué tengo qué hacer para preparar la receta?

5. ¿A qué hora es el desayuno / el almuerzo / la cena?

6. ¿Qué te gusta comer?

7. ¿Cuál es tu postre favorito?

Listening and Speaking in the target language

Reading and Writing in the target language

Quiero / me gustaría

el aperitivo

la entrada

el desayuno

el almuerzo

la cena

el postre

las bebidas

units of cooking measurement

formal and familiar commands in following a recipe

hay que

tener que

Dialogue

Quiz

Recipe Project

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Health and Welfare

May

1. COMMUNICATIVE AIM:  Students will be able to:

   1. discuss parts of the body, face and organs

   2. discuss ailments, symptoms and sicknesses

   3. prescribe/recommend remedies

       

2. GRAMMATICAL FOCUS:  Students will be able to use:

   1. deber to discuss what should be done

   2. formal and familiar commands to prescribe remedies

   3. doler to discuss what hurts

       

3. CULTURAL UNDERSTANDING:  Students will understand:

   1. that healthcare systems, doctor’s offices, hospitals, clinics and pharmacies vary in different countries

   2. that a un médico is not necessarily a doctor and that un doctor is not necessarily a medical professional

• ¿Qué le duele?

• ¿Cuál es el problema?

• ¿Cuáles son sus síntomas?

• ¿Qué debo hacer / tomar?

• ¿Cuáles son las partes/los órganos del cuerpo humano?

Listening and Speaking in the target language

Reading and Writing in the target language

parts of the face and body

organs

sicknesses

remedies

deber + recommendation

doler

Dialogue

Quiz

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Physical Environment

May

COMMUNICATIVE AIM:  Students will be able to:

1. name different animals and label their body parts

2. discuss the biomes in which different animals live

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. tener to discuss parts of animals

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that the Spanish-speaking world contains many biomes, including arctic zones in South America

  2. that the Spanish-speaking world is rich in biodiversity

  3. that nations and regions often associate themselves with animals as a source of pride, such as the North American bald eagle or the Andean condor

• ¿Cuáles son las biomas del mundo?

• ¿Dónde vive(n)_________?

• ¿Cómo son?

• ¿Cuáles son las partes del _______?

• ¿Cómo es el clima en_______?

Listening and Speaking in the target language

Reading and Writing in the target language

world biomes

animals

Power Point Project

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Earning a Living

May

COMMUNICATIVE AIM:  Students will be able to:

1. discuss various professions

2. discuss the work environments of various professions

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. masculine, feminine forms of various professions

  2. exceptions to the –o/-a rule like un artista

  3. indefinite articles are eliminated when discussing one’s profession e.g. Soy profesora. 

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that the common American practice of making conversation about one’s profession is not necessarily commonplace in some Spanish-speaking cultures, as one’s profession is often less intertwined with identity

  2. that great minds and pioneers in many professions have come from Spanish-speaking countries

1. ¿Cuál es su trabajo / empleo / profesión?

2. ¿Dónde trabaja____?

3. ¿Qué hacen______?

Listening and Speaking in the target language

Reading and Writing in the target language

professions

workplaces

work-related vocabulary

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Services and Technology

May

COMMUNICATIVE AIM:  Students will be able to:

1. discuss computer technology and equipment

2. use common commands associated with computer technology

3. use a payphone in the target cultures

4. send a letter/package in the post office

    

• GRAMMATICAL FOCUS:  Students will be able to use:

  1. the conditional tense to make a polite request

  2. formal and familiar commands

      

• CULTURAL UNDERSTANDING:  Students will understand:

  1. that different cultures may use unique lexicon for the same object e.g. ordenador vs. computadora, but that some are more widely understood than others. 

1. ¿Qué necesito hacer?

2. ¿Qué le gustaría mandar?

3. ¿Cómo quiere usted pagar?

4. ¿Cómo puedo llamar a mi país?

Listening and Speaking in the target language

Reading and Writing in the target language

mandar

marcar

pagar con:

tarjeta de crédito

cheque

en efectivo

una carta

un sello

un paquete

una tarjeta

Puede Ud...?

Podría Ud...?

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams

Proficiency Exam Review

June

FLACS Checkpoint A Exam

Former NYS Proficiency Exams

Former FLACS exams

• Power Point notes
• Exprésate DVD

Mary Glasow Plus articles and videos

edpuzzle.com with youtube videos

TED talk videos

Former Proficiency Exams and FLACS exams